Journals and portfolios are used
in courses from college algebra to the calculus sequence and upper division
courses as well as capstone courses and senior seminars. In order for these
to be effective tools in learning mathematics, journals should allow for
reflection on, response to, and synthesis of course material and portfolios
should provide insight into the student’s thinking, understanding, and
problem solving and/or proof skills, demonstrating her/his progress in the
study of mathematics. This session invites presentations discussing the
effective use of journals/portfolios as tools in reflection on learning
mathematics concepts and methods as well as their use in the development and
improvement of problem solving and/or proof-writing skills. Of particular
interest are the use of journals and portfolios in courses for mathematics
majors and pre-service teachers as well as in courses in which proof skills
are developed and expanded such as geometry, number theory, abstract algebra,
real and/or complex analysis, and capstone courses and seminars.
Presentations should address prompts used for journaling, the outline for
materials and commentary to be included in portfolios, the assessment of
journals/portfolios, and the effectiveness of the use of journals/portfolios
in learning mathematics, which should be demonstrated by more than anecdotal
means.